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  • Versatile Comprehension Strategies: Using Extended Metaphor Across Disciplines

    Posted By Gretchen Wing | Apr 05, 2017
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    "Teaching poetry to kids of any age is a blast. Simile? Think of your least favorite subject and your least favorite chore and combine them with “like.” Personification? Give that chocolate-chip cookie a tone of voice as it calls you to eat it. Metaphor? If your sister were a dog, what kind would she be? During my 20 years of teaching high school English and Social Studies, however, I found the power of metaphor stretched far beyond poetry. When extended, a metaphor is more than a descriptive tool; it becomes a system for comprehending and articulating complex concepts.

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  • How Writing Strategies Empower Students and Teachers

    Posted By Maureen Auman | Sep 02, 2015
    Kidswriting

    Using Writing Strategies Is a Shared Responsibility As I shared the reading and writing strategies discussed in Part 1 of this blog series, word spread about the success middle school students were having with them. Over time, I met with teachers from various subject areas and grade levels. They then used the strategies to help their students learn, remember, and apply content. One team of intermediate-level teachers attended my workshops, learned the strategies, and used them with their third, fourth, and fifth grade students. They posted charts in their classrooms that listed the strategies that would be taught and used during the school year. After only a few months, these teachers changed the title of their charts from “Strategies You Will Learn” to “Strategies You Are Expected to Use.”

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  • Beyond What You Did This Summer: Writing to Boost Success Across Subjects, All Year

    Posted By Maureen Auman | Aug 26, 2015
    SUTWclassroom

    ncreasing Achievement Through Writing, Part 1 A Brave Young Teacher Several years ago I shared writing strategies with a large group of middle school teachers and administrators – well over a hundred educators from all grades and subject areas. Everyone participated enthusiastically all morning as I demonstrated note taking, summarizing, responding to text, breaking down definitions, and asking or answering questions.

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  • RtI Reality: Practical Application of Research (Part II)

    Posted By Joanne Allain | Apr 03, 2013

    In Part 1 of this blog entry, we explored RtI/MTSS as an instructional system or philosophy of education and the importance of its sustainability. Once the decision is made to move forward, we begin to build a structure for implementation.

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  • RtI Reality: Practical Application of Research (Part 1)

    Posted By Joanne Allain | Mar 26, 2013

    In 2001, the federal government finally required that educators be accountable for the achievement of all students through the requirements of No Child Left Behind. In 2004, the reauthorization of the Individuals with Disabilities Education Act, or IDEA, gave us the permission and structure to do so through Response to Intervention, or RtI (aka, Multi-Tier System of Supports, or MTSS). RtI is defined as “… the practice of (1) providing high-quality instruction/intervention matched to student need and (2) using learning rate over time and level of performance to (3) make important educational decisions” (Batsche et al., 2005). One might argue that this is what we have always done in education, but unfortunately, many students only received assistance if they qualified for special education services. Others got what little assistance teachers could provide in between the myriad of “educational priorities” that changed with each election.

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